The New Flagship University Model · 2016-02-23 · The World Class University Paradigm Frenzy §...

The New Flagship University Model: Changing the Paradigm from

Global Rankings to National Relevancy

Center for Studies in Higher Education/Social Science Matrix UC Berkeley February 23, 2016 John Aubrey Douglass Center for Studies in Higher Education UNIVERSITY OF CALIFORNIA - BERKELEY

John Aubrey Douglass Center for Studies in Higher Education - UC Berkeley

1. The Ranking/WCU Paradigm

It’s a familiar if not fully explained paradigm. A “World Class University” (WCU) is supposed to have highly ranked research output, a culture of excellence, great facilities, and a brand name that transcends national borders. But perhaps most importantly, the particular institution needs to sit in the upper echelons of one or more world rankings generated each year by non-profit and for-profit entities. That is the ultimate proof for many government ministers and for much of the global higher education community.

John Aubrey Douglass Center for Studies in Higher Education - UC Berkeley

1. The Ranking/WCU Paradigm

It’s a familiar if not fully explained paradigm. A “World Class University” (WCU) is supposed to have highly ranked research output, a culture of excellence, great facilities, and a brand name that transcends national borders. But perhaps most importantly, the particular institution needs to sit in the upper echelons of one or more world rankings generated each year by non-profit and for-profit entities. That is the ultimate proof for many government ministers and for much of the global higher education community. What is wrong with this model for leading national universities?

John Aubrey Douglass Center for Studies in Higher Education - UC Berkeley

2. The Ranking/WCU Paradigm

It is not that current rankings are not useful and informative. The problem is that they represent a very narrow band of what it means to be a leading, or what I call a “New Flagship” university within a region, within a nation. Further, WCU advocates do not provide much guidance, or knowledge, on what organizational behaviors and methods can lead to greater productivity in research, teaching, and public service TO best meet the needs of the societies they serve.

The Presentation Tour

§  Some Familiar Complaints About Ranking

The Presentation Tour

§  Some Familiar Complaints About Ranking

§  The Ranking and WCU Psychology

The Presentation Tour

§  Some Familiar Complaints About Ranking

§  The Ranking and WCU Psychology

§  A Brief Profile of the “New Flagship University” Model

The Presentation Tour

§  Some Familiar Complaints About Ranking

§  The Ranking and WCU Psychology

§  A Brief Profile of the “New Flagship University” Model o  Asia o  Russia o  Scandinavia o  South America

§  Marginal changes at the

top

§  Biased towards sciences and engineering

§  Limits of citation indexes

§  Times Higher Ed and others - strong bias on reputation

John Aubrey Douglass Center for Studies in Higher Education - UC Berkeley

Rankings: The

Usual Suspects

Citation indexes heavily

weighted to STEM fields

+ research income

+ Nobel or other

internationally recognized research awards

+ oftentimes, reputational

surveys

Rankings: The

Usual Suspects

John Aubrey Douglass Center for Studies in Higher Education - UC Berkeley

The World Class University

Paradigm and Frenzy

§  Lack of Trust! - For ministries concerned with the overall quality and efficiency of their national higher education systems, rankings provide some form of internationally recognized evidence of the effects of these and other reforms.

The World Class University

Paradigm and Frenzy

§  Lack of Trust! - For ministries concerned with the overall quality and efficiency of their national higher education systems, rankings provide some form of internationally recognized evidence of the effects of these and other reforms.

§  Governments Like/Need Goals – Neoliberal search for accountability!

The World Class University

Paradigm and Frenzy

§  Lack of Trust! - For ministries concerned with the overall quality and efficiency of their national higher education systems, rankings provide some form of internationally recognized evidence of the effects of these and other reforms.

§  Governments Like/Need Goals – Neoliberal search for accountability!

§  Besides Everyone is Doing It!

The World Class University

Paradigm Frenzy

§  There Are Benefits! §  New Resources – targeted, in theory §  Competition – For these resources among HEI’s §  Inducing New Campuswide Strategic Academic Planning Efforts §  Faculty Advancement - performance vs. civil service §  Can the Old Dog Learn New Tricks? - Tradition of academics

leveraging government $ and program demands to meet institutional and personal desires

The World Class University

Paradigm Frenzy

§  Government Policies §  Germany’s Excellence Program – 10 to become elite WCU - €1.9 §  Australia to have 10 in the top 100 §  France - €2.0 “Initiatives of Excellence” §  China – 20 to match MIT §  Russia – 5 in top 100 WCU – Internationalization Strategy

The World Class University

Paradigm Frenzy

§  Government Policies §  Germany’s Excellence Program – 10 to become elite WCU - €1.9 §  Australia to have 10 in the top 100 §  France - €2.0 “Initiatives of Excellence” §  China – 20 to match MIT §  Russia – 5 in top 100 WCU – Internationalization Strategy §  DO THE MATH!

The World Class University

Paradigm Frenzy

§  Government Policies §  Germany’s Excellence Program – 10 to become elite WCU - €1.9 §  Australia to have 10 in the top 100 §  France - €2.0 “Initiatives of Excellence” §  China – 20 to match MIT §  Russia – 5 in top 100 WCU – Internationalization Strategy §  DO THE MATH!

§  Institutional Behaviors §  National Policies on Faculty Advancement §  Gaming – UK Example §  WCU Narrative Dominates – Altering institutional sense of

purpose

An Alternative Model?

§  World rankings of universities provide one window into a

much broader range of activities that leading research universities pursue and accomplish - a narrow band of research activities.

§  Ranking is here to stay – with the good and the bad. §  How to modify or shift the paradigm/discussion both

Externally (Ministries et al) and Internally (the goals of university leaders)?

Observations on Top

Performers

§  Current top ranked research-intensive universities, and particularly the public universities in the US, were not built around a narrow band of quantitative measures of research productivity or reputational surveys.

Observations on Top

Performers

§  Current top ranked research-intensive universities, and particularly the public universities in the US, were not built around a narrow band of quantitative measures of research productivity or reputational surveys.

§  Path to national and international relevance rooted in their larger socio-economic purpose.

Observations on Top

Performers

§  Current top ranked research-intensive universities, and particularly the public universities in the US, were not built around a narrow band of quantitative measures of research productivity or reputational surveys.

§  Path to national and international relevance rooted in their larger socio-economic purpose.

§  And to internal organizational cultures and practices

focused on self-improvement.

The Flagship University

The Flagship University

Hard Part #1

How to Define it?

The Purpose and Objectives of Leading

Research Universities

John Aubrey Douglass Center for Studies in Higher Education - UC Berkeley

Purpose(of(the(New(Flagship(University(

Advancement of Individual Human

Capabilities

Productive Learning and Research Environment

Creation of New Knowledge and

Preservation of the Past

Evaluation of Society

Contributing to a More Equitable and

Prosperous Society

Flagship Assumptions

John Aubrey Douglass Center for Studies in Higher Education - UC Berkeley

§  Leading National Universities Are Evolving – Their importance, range of programs

and activities, and expectations of stakeholders is larger then ever before.

§  Only So Many - A nation/region can realistically achieve a limited number of research-intensive universities.

§  It Is About Internal Culture - While ministries of education can positively or negatively influence the quality of university academic programs and activities, ultimately top tier institutions require sufficient independence to develop internal cultures of quality and excellence and incentives.

§  Role In Nurturing National HE Systems – “Flagship” universities should help nurture

and have practices that influence the quality and performance of other HEI’s.

Flagship Characteristics

§  Comprehensive Institutions – seeking strength across the disciplines.

§  Broadly Accessible – selective but also representative of the population they serve. §  Sufficiently Autonomous and Publicly Financed

§  Internal Culture of Evidence-Based Management and focused on Institutional Self-Improvement

§  A Common Narrative – but not all the same – Flagship’s are necessarily tied to the political, cultural and socio-economic world they serve

The Flagship University

Hard Part #2

Culture, Policies and Practices

National HE System

•  Position in HE System •  Defined Service Area •  Selective Admissions

Core Mission – Teaching/

Learning and Research

•  Undergraduate Education •  Graduate Education •  Research •  International Engagement

Public Service and Economic Engagement

•  Engaged Scholarship and Service

•  Regional Economic Engagement/Tech Transfer

•  Life-Long Learning •  Relations with Schools

Management and

Accountability

•  Institutional Autonomy •  Governance •  Academic Freedom •  Quality Assurance •  Leadership

The Flagship University Profile and Policy Realms

§  Implies High Level of Policy and Practice Convergence - §  Is there a Russian way to have a research-intensive University? §  A Chinese way? §  An German way?

§  Not meant as a Litmus Test – different answers and configurations

§  But there has to be enough commonality in intent, effort, and practice to give it meaning – An HEI would need to embrace the Flagship title and articulate its version

§  Therefore a self-appointed designation? Or eventually Ministerial designation in the race for resources and prestige?

Flagship Conundrums

§  Difficulties in attempting to create a common narrative on what it means to be a Flagship University

§  I suffer form a “US/Berkeley-Bias Affliction”

§  NON-Quantitative - Difficulties in assessing what is and is not a Flagship University.

§  MINISTRIES like/want METRICS – even if dubious.

Flagship Final Thoughts

Flagship Final Thoughts

My Hope: That the Flagship model provides a path for some universities to explain and seek a revised institutional identity, to help them build a stronger internal culture of self-improvement and, ultimately, a greater contribution to economic development and socioeconomic mobility rates that all societies seek.

Flagship Final Thoughts

My Hope: That the Flagship model provides a path for some universities to explain and seek a revised institutional identity, to help them build a stronger internal culture of self-improvement and, ultimately, a greater contribution to economic development and socioeconomic mobility rates that all societies seek. But for that to happen, some groups of institutions will need to embrace some version of the model on their own terms and articulate it clearly and loudly.

National HE System

•  Position in HE System •  Defined Service Area •  Selective Admissions

Core Mission – Teaching/

Learning and Research

•  Undergraduate Education •  Graduate Education •  Research •  International Engagement

Public Service and Economic Engagement

•  Engaged Scholarship and Service

•  Regional Economic Engagement/Tech Transfer

•  Life-Long Learning •  Relations with Schools

Management and

Accountability

•  Institutional Autonomy •  Governance •  Academic Freedom •  Quality Assurance •  Leadership

An opportunity to discuss these policy realms